Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Understanding how academics at The University of Cape Town have responded to the introduction of quality assurance policy as a state steering mechanism in higher education
The purpose of this study was to explore how academics at the University of Cape Town have responded to the introduction of quality assurance policy as a state steering mechanism in higher education. The study is based on the premise that the introduction of quality assurance as one of the state’...
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
Department of Political Studies
2014
|
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613146432143360 |
|---|---|
| access_status_str | Open Access |
| author | Ledwaba, Thamsanqha |
| author2 | Soudien, Crain |
| author_browse | Ledwaba, Thamsanqha Soudien, Crain |
| author_facet | Soudien, Crain Ledwaba, Thamsanqha |
| author_sort | Ledwaba, Thamsanqha |
| collection | Thesis |
| description | The purpose of this study was to explore how academics at the University of Cape Town
have responded to the introduction of quality assurance policy as a state steering
mechanism in higher education. The study is based on the premise that the introduction
of quality assurance as one of the state’s three key levers represented a significant shift
for higher education in South Africa. The theory of the Evaluative State is used to cast
and examine the nature and responses from academics in the context of a new South
African state that has been clear and explicit about the need to steer higher education
towards national social and economic objectives while still accommodating the
importance of being internationally competitive. This is investigated through a
qualitative analysis of data gathered through policy analysis and interviews with
academics at the institution. The study found that while academics place value on the
external mission of the university characterised as fitness for purpose and value for
money coupled with the continuation of academic excellence, they remain at odds with
quality assurance policy, arguing that it has reinforced an unwanted managerialism and
accountability on academics at the institution. As an implementation gap of quality
assurance policy, academics at UCT argue that too much emphasis is placed on
accountability and managerial responsibilities at the expense of improvement of
educational outcomes. This study also argues that this policy reform of higher education
has caused academics to become more active and conscious of their professional roles
within higher education. This study argues that these findings reveal that academics find
themselves having to reposition, and adapt themselves as key stakeholders in higher
education affected by these changes. These findings lead the study to contend that the
South African evaluative state, through the use of quality assurance as a lever, has been
significantly challenged at achieving the central goals of transformation, equity and
development. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/3733 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:31:30.019Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | Department of Political Studies |
| publisherStr | Department of Political Studies |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/3733 Understanding how academics at The University of Cape Town have responded to the introduction of quality assurance policy as a state steering mechanism in higher education Ledwaba, Thamsanqha Soudien, Crain The purpose of this study was to explore how academics at the University of Cape Town have responded to the introduction of quality assurance policy as a state steering mechanism in higher education. The study is based on the premise that the introduction of quality assurance as one of the state’s three key levers represented a significant shift for higher education in South Africa. The theory of the Evaluative State is used to cast and examine the nature and responses from academics in the context of a new South African state that has been clear and explicit about the need to steer higher education towards national social and economic objectives while still accommodating the importance of being internationally competitive. This is investigated through a qualitative analysis of data gathered through policy analysis and interviews with academics at the institution. The study found that while academics place value on the external mission of the university characterised as fitness for purpose and value for money coupled with the continuation of academic excellence, they remain at odds with quality assurance policy, arguing that it has reinforced an unwanted managerialism and accountability on academics at the institution. As an implementation gap of quality assurance policy, academics at UCT argue that too much emphasis is placed on accountability and managerial responsibilities at the expense of improvement of educational outcomes. This study also argues that this policy reform of higher education has caused academics to become more active and conscious of their professional roles within higher education. This study argues that these findings reveal that academics find themselves having to reposition, and adapt themselves as key stakeholders in higher education affected by these changes. These findings lead the study to contend that the South African evaluative state, through the use of quality assurance as a lever, has been significantly challenged at achieving the central goals of transformation, equity and development. 2014-07-30T03:46:06Z 2014-07-30T03:46:06Z 2013 Master Thesis Masters MPhil http://hdl.handle.net/11427/3733 eng application/pdf Department of Political Studies Faculty of Humanities University of Cape Town |
| spellingShingle | Ledwaba, Thamsanqha Understanding how academics at The University of Cape Town have responded to the introduction of quality assurance policy as a state steering mechanism in higher education |
| thesis_degree_str | Master's |
| title | Understanding how academics at The University of Cape Town have responded to the introduction of quality assurance policy as a state steering mechanism in higher education |
| title_full | Understanding how academics at The University of Cape Town have responded to the introduction of quality assurance policy as a state steering mechanism in higher education |
| title_fullStr | Understanding how academics at The University of Cape Town have responded to the introduction of quality assurance policy as a state steering mechanism in higher education |
| title_full_unstemmed | Understanding how academics at The University of Cape Town have responded to the introduction of quality assurance policy as a state steering mechanism in higher education |
| title_short | Understanding how academics at The University of Cape Town have responded to the introduction of quality assurance policy as a state steering mechanism in higher education |
| title_sort | understanding how academics at the university of cape town have responded to the introduction of quality assurance policy as a state steering mechanism in higher education |
| url | http://hdl.handle.net/11427/3733 |
| work_keys_str_mv | AT ledwabathamsanqha understandinghowacademicsattheuniversityofcapetownhaverespondedtotheintroductionofqualityassurancepolicyasastatesteeringmechanisminhighereducation |